Conscious effort to connect teaching and learning across disciplines
Utilizes a central theme, issue, problem, process, topic, experience, etc.
Centered on a theme or unit (or a project)
Cooperative educational effort that seeks to connect students to subject matter through multiple perspectives to enable them to see the real-life connections among different subject areas
An opportunity for Differentiated Instruction
What is Cross-Curricular Learning?
It is students seeing how multiple classes, skills, and information connect together…The BIG picture
It is an opportunity for students to learn using their strengths to show mastery…It can be FUN
It is learning about something as a “whole experience”—not broken up by subject areas or kind of lesson
The Benefits and Concerns Associated with Cross-Curricular Teaching
*Highly motivational *Extra Planning *Connects subject areas *Coordination of topics *Fosters tem spirit *Alignment *Decreases isolated skill teaching *Meeting CCSS *Develops thinking and problem-solving skills *Assessment *Balance of subjects *Number of areas involved
Suggestions for Success:
Start small
Current research recommends that cross-curricular projects that involve 2-4 subject areas seem to be the most successful—more than that make thinkgs too confusing
Creative Writing Haiku Project with Origami, Sadako Story and History Unit
Mary St. Clair
Overview: Elementary students will read the book Sadako, by Eleanor Coerr. In History/Social Studies, we will be discussing World War II and our involvement, including the dropping of the bomb. We will also learn to make a paper crane like Sadako did in the book. We will then discuss Haikus and learn to write one. Later in art we will letter and illustrate our Haiku with sumi paint and water colors.
Common Core Standards and State Learning Standards:
K-12 R.7 CC.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 5 R.L 5 CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes. 26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing. 27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times. 16.A.2a Read historical stories and determine events which influenced their writing.
Scope: I will be teaching this unit at the same time that the students are studying World War II in history. I usually allow the classroom teacher to provide the background information for this unit as they have the history books and the context knowledge to teach the subject. Sometimes they choose to read Sadako to the kids and sometimes I read it. We discuss it and it depends on how the week is going for all of us. I always teach the origami crane though and encourage the students to make the garland of cranes.
Materials:
The book Sadako, by: Eleanor Coerr
origami paper
lined paper and pencils
watercolor paper
sumi brushes
sumi or India ink
water color supplies
Lesson Activity:
Read the book, SADAKO, by Eleanor Coerr. Discuss the book briefly and our involvement in WW II, unless the history teacher will be doing this during class. We must address this topic sensitively as students at this age have trouble with understanding things that aren’t always black and white. We need to show respect to our WWII vets, while also telling that sometimes during war things happen that aren’t fair and innocent people get hurt. It is important for all sides to pray for peace.
Next we will make our own paper crane like the one that Sadako made in the story. Explain that the crane is a symbol for peace and good fortune in Japan and they believe that if one makes 1,000 of these cranes that a wish will come true. I use a large piece of paper and pin it to my board with a magnet while students use a small piece of origami paper. I project the instructions up on my smart board so that they can see the pictures of the folds, while at the same time seeing my large one folding. When complete I explain how they may interlock the cranes to create the “garland” or a chandelier type hanging sculpture. I have had students make these and hang them from the ceiling, one even created from all recycled candy wrappers, magazines, etc. VERY COOL!!!!
After completing the origami project next week we will talk about Japanese writing forms and other art. I pass out lined paper and pencils and we talk about haikus. I ask if anyone knows what a haiku is. I explain that it is a special kind of poem. We discuss that not all poems have to rhyme and how sometimes when we force it to rhyme it sounds silly. This poem doesn’t rhyme, but has a rhythm to it. I ask if anyone knows what a syllable is. I show on the board the pattern and we work one out together. We pick a theme and talk about the title. Then we make the first line. We clap out the syllables together softly. I encourage them to tap out the rhythm for each of their haikus as they write. We finish the first one together. I explain about a haiku usually being about nature, and having lots of descriptive words so that we feel the author’s emotions. Students begin to write their own haikus. Once completely finished students will draw them on watercolor paper and I finish with a unit on sumi techniques.
Assessment: Students will be able to complete a Haiku and decorate it with sumi techniques.
Extensions: Often times I teach this during the social studies unit on WWII and the classroom teachers enjoy reading the book in reading class to link that to the Social studies unit. I then do the cranes and illustrate the Haikus that the students wrote in English class. The classroom teachers enjoy letting me take the art end of things and we display the finished project at learning fair.
References: Coerr, E. (1993). Sadako. NewYork: G.P. Putnam"s Sons.
What is Cross-Curricular Teaching?
What is Cross-Curricular Learning?
The Benefits and Concerns Associated with Cross-Curricular Teaching
*Highly motivational *Extra Planning
*Connects subject areas *Coordination of topics
*Fosters tem spirit *Alignment
*Decreases isolated skill teaching *Meeting CCSS
*Develops thinking and problem-solving skills *Assessment
*Balance of subjects
*Number of areas involved
Suggestions for Success:
Sample projects:
Holocaust Unit
Creative Writing Haiku Project with Origami, Sadako Story and History Unit
Mary St. Clair
Overview: Elementary students will read the book Sadako, by Eleanor Coerr. In History/Social Studies, we will be discussing World War II and our involvement, including the dropping of the bomb. We will also learn to make a paper crane like Sadako did in the book. We will then discuss Haikus and learn to write one. Later in art we will letter and illustrate our Haiku with sumi paint and water colors.
Common Core Standards and State Learning Standards:
K-12 R.7 CC.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
5 R.L 5 CC.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
16.A.2a Read historical stories and determine events which influenced their writing.
Scope: I will be teaching this unit at the same time that the students are studying World War II in history. I usually allow the classroom teacher to provide the background information for this unit as they have the history books and the context knowledge to teach the subject. Sometimes they choose to read Sadako to the kids and sometimes I read it. We discuss it and it depends on how the week is going for all of us. I always teach the origami crane though and encourage the students to make the garland of cranes.
Materials:
Lesson Activity:
Read the book, SADAKO, by Eleanor Coerr. Discuss the book briefly and our involvement in WW II, unless the history teacher will be doing this during class. We must address this topic sensitively as students at this age have trouble with understanding things that aren’t always black and white. We need to show respect to our WWII vets, while also telling that sometimes during war things happen that aren’t fair and innocent people get hurt. It is important for all sides to pray for peace.
Next we will make our own paper crane like the one that Sadako made in the story. Explain that the crane is a symbol for peace and good fortune in Japan and they believe that if one makes 1,000 of these cranes that a wish will come true. I use a large piece of paper and pin it to my board with a magnet while students use a small piece of origami paper. I project the instructions up on my smart board so that they can see the pictures of the folds, while at the same time seeing my large one folding. When complete I explain how they may interlock the cranes to create the “garland” or a chandelier type hanging sculpture. I have had students make these and hang them from the ceiling, one even created from all recycled candy wrappers, magazines, etc. VERY COOL!!!!
After completing the origami project next week we will talk about Japanese writing forms and other art. I pass out lined paper and pencils and we talk about haikus. I ask if anyone knows what a haiku is. I explain that it is a special kind of poem. We discuss that not all poems have to rhyme and how sometimes when we force it to rhyme it sounds silly. This poem doesn’t rhyme, but has a rhythm to it. I ask if anyone knows what a syllable is. I show on the board the pattern and we work one out together. We pick a theme and talk about the title. Then we make the first line. We clap out the syllables together softly. I encourage them to tap out the rhythm for each of their haikus as they write. We finish the first one together. I explain about a haiku usually being about nature, and having lots of descriptive words so that we feel the author’s emotions. Students begin to write their own haikus. Once completely finished students will draw them on watercolor paper and I finish with a unit on sumi techniques.
Assessment: Students will be able to complete a Haiku and decorate it with sumi techniques.
Extensions: Often times I teach this during the social studies unit on WWII and the classroom teachers enjoy reading the book in reading class to link that to the Social studies unit. I then do the cranes and illustrate the Haikus that the students wrote in English class. The classroom teachers enjoy letting me take the art end of things and we display the finished project at learning fair.
References: Coerr, E. (1993). Sadako. NewYork: G.P. Putnam"s Sons.